Twenty-five States reported to the Bureau of Education that some sort of concerted effort was made during the biennium toward improving and adapting State courses of study to the needs of rural schools. It is reported that progress has been made in the following categories: (1) The tendency on the part of State departments to assume increased responsibility for rural schools; (2) An increase in the number and scope of state-wide educational surveys with recommendations directed toward improvement of the rural school situation; (3) A renewed interest in and directed effort toward the improvement of the administrative organization under which rural schools operate in order to insure or make possible more liberal support and modern administrative practice; (4) An increased appreciation of the dignity and importance of the office of the rural superintendent and the place of professional supervision in the improvement of rural schools; (5) Increased facilities for preparing teachers for the special field of rural education in State and other teacher-preparing institutions, accompanied by a growth in professional spirit among those engaged in rural education; (6) The zeal with which a large number of States are centralizing and working for the centralization of several small schools into larger, more efficient ones; (7) Renewed efforts to supply high-school facilities for rural children without taken them away from the farm; (8) concerted efforts in early all States to improve rural-school buildings and grounds, both as to sanitary conditions and those directly concerned with the use of buildings for school purposes; and (9) Widespread efforts to revise and improve the curriculum more nearly to meet the needs of country children. The following topics are discussed in this bulletin: (1) Significance of the problems of educating rural children; (2) State departments of education and the rural schools; (3) Equalizing educational opportunity; (4) Supervision of rural schools; (5) Rural teachers: Their certification, preparation, salary, and conditions under which they work; (6) Centralization and consolidation of rural schools; (7) High-School facilities for rural children; (8) Agricultural education in rural schools; (9) Rural school buildings; and (10) State courses of study. (Contains 3 footnotes.) [Best copy available has been provided.]